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Article Review (EDF1101)
Article Review (EDF1101)
Abstract: This paper examines existing education literature that discusses existentialism, existential pedagogy,
individual freedom, identity, and search for meaning. Through effective pedagogical strategies and by
acknowledging the role of teacher, existential pedagogy will engage learners and will illuminate for them the
existential motivations for learning. The study revealed that every technique, every tool, every gesture is a way
that opens upon the world, therefore existentialist teacher should present the subject matter with all the possible
views on it. The findings of this study offer individual learners opportunity to live more purposefully in complex
and rapidly changing conditions. This attribute obviously has implications for learners even beyond schools. It
also has applicability for adults who especially are experiencing personal existential crisis in their lives. The
educational implications drawn from existentialism enables an individual’s to understand how their lives can be
made more meaningful. For conducting this study, philosophical and historical methods were employed. The
primary and secondary sources related to educational philosophy of existentialism were evaluated after detailed
analysis. The general philosophical tools used for the study are induction, deduction, dialectical analysis and
synthesis.
Key Words: Existentialism, pedagogy, classroom, crises, philosophy, personal meaning
I. Introduction
Existentialism is a modern philosophy emerging (existence-philosophy) from the 19th century, inspired
by such thinkers as Kierkegaard and Nietzsche. Unlike traditional philosophy, which focuses on “objective”
instances of truth, existentialism is concerned with the subjective, or personal, aspects of existence. The themes
in the writings of Kierkegaard and Nietzsche were developed in Europe and a modern philosophical movement
was born. Existentialism is linked prominently with such atheist thinkers as Sartre, Merleauponty and Camus,
and religious thinkers like Marcel, Buber, Tillich, and Jaspers. Existentialism is not a systematic philosophy,
with a hard and fast method of analysis, such as the “scientific method” rather, existentialism is a way of existing
wherein we inquire into our existence – our Being is at issue and so we inquire into the things that have a deep
and personal meaning for us! In the pursuit to understand our lives in connection with others, we begin to
recognize common themes emerging, such as the meaning and import of freedom, responsibility, death,
suffering, guilt, and the place of authentic values in human life.
Existentialism is one of the most important schools of philosophy, developed as a result of opposition
to the methods of traditional western philosophy after the Second World War. In this philosophy beliefs
opposite to the traditional philosophical thought are found. According to existentialism, the individuality of man
is supreme and this „individuality‟ is greater and more important than the existence of man, nation and the
world. This philosophy recognizes the existence of individuality, opposing the notion of intelligence and nature.
It is very much near to the individual life of man.
Existentialism represents a protest against the rationalism of traditional philosophy, against misleading
notions of the bourgeois culture, and the dehumanizing values of industrial civilization. Since alienation,
loneliness and self-estrangement constitute threats to human personality in the modern world, existential thought
has viewed as its cardinal concerns a quest for subjective truth, a reaction against the „negation of Being‟ and a
perennial search for freedom. From the ancient Greek philosopher, Socrates, to the 20th century French
philosopher, Jean Paul Sartre, thinkers have dealt with this tragic sense of ontological reality - the human
situation within a comic context.
The early 19th century philosopher Soren Kierkegaard is regarded as the father of existentialism [1]. He
maintained that the individual is solely responsible for giving his or her own life meaning and for living that life
passionately and sincerely [2], in spite of many existential obstacles and distractions including despair, angst,
absurdity, alienation, and boredom[3].
Subsequent existentialist philosophers retain the emphasis on the individual, but differ, in varying
degrees, on how one achieves and what constitutes a fulfilling life, what obstacles must be overcome, and what
external and internal factors are involved, including the potential consequences of the existence [4][5] or non-
existence of God[6][7]. Many existentialists have also regarded traditional systematic or academic philosophy, in
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Existentialism and Classroom Practice
both style and content, as too abstract and remote from concrete human experience [8][9]. Existentialism became
fashionable in the post-World War years as a way to reassert the importance of human individuality and
freedom [10].
II. Methodology
Philosophical and historical methods have been used and apart from that both primary as well as
secondary sources related to existentialism has been employed for the collection of data. Accordingly the data
has been collected, scrutinized and critically analyzed for interpretation and for drawing conclusions.
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Existentialism and Classroom Practice
the soul is something like that which has lost its possibility and potentiality. Hence, we come to the point that
Kierkegaard‟s aims of education would be to arouse sentiments, feelings and emotions so that a student may
realize his existence.
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Existentialism and Classroom Practice
[20]
. They insist on the subject matter and method for investigation and teaching which appeal to feelings,
emotional creativity and deeper meaning of life; and totally avoid the training and data based education. For
them schools should cultivate insight fidelity, love and creative knowledge [21].
Some educationists draw inferences about the role of the teacher from various principles of
existentialist philosophy and found that their teaching style is very near to Socratic Method. In fact, his
humanistic approach to philosophy and his insistence on man as a focus are the themes that find an important
place in existentialism of 20th century. Existentialist likes his way of teaching and a close relationship between
teacher and student which Socrates established in his teaching. His teaching was personal, intimate, an I-though
affair, in which knowledge and wisdom were achieved through the mutual interaction of two living beings.
There were no classrooms, no administrators or principals. He came to close in open place with the people, who
became his disciple when they were impressed by his views. His teaching style was interrogative in which he
asked two types of questions- first, those whose answers he know; and second, those whose answers he does not
know. At the second stage he was like an investigator who is probing for new truth [22]. His teaching was for the
enlightenment of those with whom he was conversing. Through the process of questions and answers he pushed
the issue until some acceptable conclusion was reached. But the metaphysical element in Socratic teaching
differs markedly from the existentialist concept.
The method of pedagogy must allow for the student‟s development of her own unique possibilities,
which is why the existentialists would reject a standardized curriculum and an authoritarian model for teaching.
An “existential” curriculum would include a diverse content as well as an array of varied pedagogical methods,
which would, importantly, include ample opportunities for peer initiated and peer-directed learning. Educators
should plan lessons that embrace and incorporate aspects of the student‟s emotional and intellectual
autobiography. However, it is not only the aspects of one‟s unique life story that matter, it is also important that
students understand the major role that “history” and “heritage” play in shaping who we become - history‟s
authentic role not only forges our past but as well contributes to the future enactment of our possibilities that we
gather from our “heritage”.
The instructional methods employed should not be resemble the out-dated authoritarian model, where
the teacher is the “superior” possessor of knowledge and the student the “inferior,” empty vessel waiting to be
filled [23]. This is model for pedagogy views knowledge at an objective remove from the student, and
demonstrates no concern for the place of the existential “lived world” in the curriculum as shared by both
teacher and student. Knowledge, according to the existentialists does not reside at a remove from our “lived
world” and in addition is constructive.
Thus existential pedagogy stressed the co-creative, co-responsive, and co-participatory aspects of
education. This is not to indicate that the teacher allows the student to dictate each and every aspect of her
education, for teachers need to be in command of the subject matter in order to first tailor it to fit the student
needs. Teacher does not impart knowledge to students; he shows him how to acquire knowledge for himself.
The most difficult task for educators is to learn how to let students learn.
V. Conclusion
Existentialism goes deeper by applying effective strategies as well as overarching reasons why learners
learn. Not only is knowledge being created, but it is interdependent on a self-constructed sense of identity and
awareness. Students who apply deep personal meanings with what they are doing and learning will do so more
effectively. Students have the freedom to do things their own way. Existential pedagogy is relevant to modern
times. It is a beneficial educational theory. Existential pedagogy illuminates the core of teaching and learning as
personal pursuits to find meaning, define identities, and live authentically and freely. Existential pedagogy
applies to learners of all ages in all learning environments. However, existential pedagogy may have particular
relevance for adult and lifelong learners. Adult and later life learners pursue learning opportunities for
existential reasons. They may be attempting to overcome issues relating to self-actualization, achieve goals,
overcome confusion, or define their identities.
References
[1] Marino, G. (2004). Basic Writings of Existentialism, p. ix, 3.Modern Library, USA.
[2] Lowrie, W. (1968). Kierkegaard’s Attack Upon Christendon, p. 37-40. Princeton: Princeton University Press.
[3] Corrigan, J. (2008). Oxford Hand Book of Religion and Emotion, p. 387-388 Oxford University Press.
[4] Livingstone James et al. (2006). Modern Christian Thought: The Twentieth Century, First Forester Press, Minneapolis, Minnesota.
Chapter 5
[5] Martin, C. (2006). Religious Existentialism in Companion to Phenomenology and Existentialism, p. 188-205, Blackwell Publishing
Company, Cambridge.
[6] Robert, S. (1974). Existentialism, p. 102. McGraw-Hill, Company.
[7] Cooper, D. (1999). Existentialism: A Reconstruction, p.8 Basil,Blackwell, Combridge.
[8] Ernst, B, (1962). Introduction to Modern Existentialism, p.5.Grove press, New York.
[9] Walter, K. (1956). Existentialism: From Dostoevsky to Sartre, p. 1. World Publishing Company, New York.
[10] Guignon. C and Derk, P. (2001). Existentialism: Basic Writings, p. xiii. Hackett Publishing Company. Inc. Cambridge.
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[11] Malik, G. and Rukhsana, A. (2012). Existentialism and Present Educational Scenario, Researcher, Vol. 4, No.10, p.95. Mars land
Press, New York.
[12] Baird, F. and Walter K. (2008). From Plato to Derrida, Upper Saddle River, Pearson Prentice Hall, New Jersey.
[13] Kusum, L. (2005). Existentialism in Education: Philosophical and Sociological Analysis, p.105.Sanjay Prakashan, New Delhi.
[14] Ibid,106
[15] Ibid.
[16] Ibid.
[17] Leif, A. (2010). Existential Pedagogy: Personal Meaning and Technology in Education, edtech2.boisestate.edu/nelson/existential/tech
pedagogy. Boise State University.
[18] Ibid.
[19] David, W. (2008). Existential Being as Transformative Learning, Pastoral Care in Education: An International Journal of Personal,
Social and emotional Development, Vol. 26, No. 2, p.111-118. Taylor and Francis, Rutledge, London.
[20] Max, W. ( 1975). Philosophies of Education: An Introduction, p. 336. Sterling Publication Pvt. Ltd. New Delhi.
[21] Kneller, G. (1958). Existentialism and Education, p. 137. John Willey and Sons Inc., New york.
[22] Morris. V. (1990). Existentialism in Education: What it Means (2nd Edt.), p.136. Harper and Row Publishers, New York.
[23] James, M. (2012). Existentialism, Phenomenology, and Education, Philosophy, p. 4. Scholarship, paper, 30.
(http://dc.cod.edu/philosophypub/30)
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